A HISTORICAL VIEW OF CONTENT AREA READING INSTRUCTION

Abstract

This article follows content area reading instruction as it originates in the early 1900's. The debate between oral reading versus silent reading was an important factor leading to the development of content area reading instruction. In the early programs of content area reading, researchers and administrators were extremely enthusiastic about this new approach. During the 1940's and 1950's, they made tremendous changes in their philosophy of reading and in the reading practices incorporated schoolwide. Once the topic of content area reading instruction became prevalent, it was met with resistance. Studies in the 1960's and 1970's examined teacher education programs and found part of the problem was in the preparation of preservice teachers. A second problem in the integration of reading instruction in the content areas was discovered through classroom observations and interviews in the 1980's. Very little reading was assigned in the content area textbook. In 1990, a third problem, in the resistance to content area reading instruction was addressed. It focused on the preconceived ideas of preservice teachers. At the secondary level, these preservice teachers believed it was not their job to teach reading skills. Elementary school was the place to learn how to read, not high school. In spite of these resisting forces, successful programs of content area reading instruction emerged in the 1970's and the 1980's. Researchers credited this success to the long‐term commitment, the meticulous planning and organization, and the involvement of teachers in the decision‐making process. With more research and preparation, a more concrete approach to the introduction of content area reading can be provided to preservice and in‐service teachers.